Teaching Life Skills in the Classroom

Teachers and students are members of a team in a successful classroom. During the team forming process, they ask and answer three basic questions individually and collectively. These questions are: "Who am I?", "Who are you?" and "Who are we?" In answering these questions, teachers and students build a firm foundation for the upcoming school year. The most effective agreements are formed at the principles level of life. This is the level that answers the questions "Who do I want to be?" This is the level of opportunity and not obligation. It is the level where I think "This is an opportunity to be the mother, daughter, educator, I want to be.

These four drug education agreements that form the foundation of the school year are personal, social, role, and goal agreements. The teacher and every student in a class unit must have a personal agreement that answers the question "What do I want to be?" they need to remember that they can't possibly be everything when they answer that question. In order to measure their success, they need to limit their lists to three to five principles. This list is used to self evaluate who a person is being. The number one life skill is self evaluation, and responsible self evaluation measure how being aligned with agreements with self and involved evaluating what is within a person's control. A person needs to ask "What did I do today to live my principles?" on a regular basis.

The second agreement is the social agreement and answers the question "Who do we want to be when we are together?" we need to collectively come to consensus on how we want to treat each other. There needs to be a sense of connection to everyone else in the group to form a social agreement, and there must be trust among group members. In school social agreements may typically be summarized as "We want to be learning, be respectful, be responsible, and be safe." Here are more skills discussions you must read: https://en.wikipedia.org/wiki/IELTS_Life_Skills.

The role agreement answers the question "What is my role in getting us where we want to go>?" in a family, the one who sits beside the driver's seat is the navigator. In a classroom it is best if all the adults and students involved in the room are present during role negotiations. The groundwork for a successful school year is in the process of discussion and compromise used in determining roles. Role clarification allows students to know what to expect and help develops safe-risk environment.

Dismantling the school to prison pipeline infuse direct and state standards with students need for relevance. Teachers and students develop essential questions for each of the major units of study for the year to develop meaning and relevance in content learning, and to enhance students commitment to learning.students who are engaged and challenged, students who see real value in what they are leering are more interested in learning and create fewer distractions in the classroom.